Comparing student achievement in traditional learning with a combination of blended and flipped learning

Halasa, Suhaila; Abusalim, Nimer; Rayyan, Mohammad; Constantino, Rose E.; Nassar, Omayah Saeed; Amre, Huda M.; Sharab, Moayad; Qadri, Insirah

doi:10.1002/nop2.492

Cited by 65 publications

(49 citation statements)

References 61 publications

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“…Al-bataineh et al 2008;Amhag, Hellström, and Stigmar 2019;Ottenbreit-Leftwich et al 2010) that indicate that experienced added value is a key factor in the adoption of the use of technology in teaching. In addition, it was expected that educators would predict and experience a decrease in interaction in distance learning compared to their regular teaching (Halasa et al 2020), and that timesaving and similar efficiency-related aspects of using technology would be noticed as well (Clark and Feldon 2014). Apart from that, it was hypothesised that resolutions to use more technology in future teaching would be noticeable.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands

Spoel

Noroozi²,

Schuurink

et al. 2020

European Journal of Teacher Education

249

120

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The COVID19-Pandemic has forced educators to transform their lessons into online versions in a short period of time. This study compares teachers' perception regarding their online teaching expectations (prior to the transition to remote teaching) and experiences (after a month of online teaching). Two surveys were completed by 200 Dutch teachers. Results demonstrated a significant change in the perception of teachers regarding their resolutions to implement technology in their lessons in a post-corona era. In this regard, teachers' gender and prior experiences with the use of ICT seem to play a small role. Findings of this study provide implications for the professionalisation of teachers, such as characteristics of teachers and intentions to implement technology in teaching, as well as experienced positive and negative aspects of online teaching. Future research should focus on constructing and testing educational design principles for effective professionalisation of teachers in adopting technology in their educational practices.

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Section: Introductionmentioning

confidence: 99%

Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands

Spoel

Noroozi²,

Schuurink

et al. 2020

European Journal of Teacher Education

249

120

View full text Add to dashboard Cite

show abstract

“…Limited research has so far examined the integration of the FCA with other methods [3,27,28] and there was no research available, to the best of authors' knowledge, re ecting on the FCA by NPE. Therefore, the study ndings were compared with some investigations that had explored the NPE as well as the FCA alone.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Flipped Classroom by Near Peer Education (FC by NPE) on Patient Safety Knowlege Retention in Nursing and Midwifery Students: A Solomon Four-Group Design

golaki

Kamali

Bagherzadeh

et al. 2021

Preprint

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Introduction: Selecting an appropriate teaching method is one of the key stages in education. This study was to the effect of FC by NPE on patient safety knowledge retention in nursing and midwifery students. Methods: This randomized controlled trial, using the Solomon design, was conducted in 2019 on an 82nursing and midwifery students enrolled from Bushehr nursing and midwifery school. The samples were then allocated to four groups via block randomization. The samples in both intervention groups studied the educational content online for two weeks and subsequently attended the FC by NPE. Both control groups merely received the conventional methods. The posttest was also taken from the four study groups immediately and two months after education. Results: The posttest mean scores of knowledge in both intervention groups was homogeneous(p=0.1) and higher than those in the control groups(p<0.05). The changes in the mean scores posttest in the intervention and follow-up it did not establish a statistically significant difference between the four study groups(p=0.130,F=1.941). Conclusion: The use of the FC by NPE could increase the knowledge mean scores, but, it failed to affect knowledge retention. Given the infancy of this pedagogical approach, further studies are needed to investigate its effects on various learning outcomes.

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“…These differences were significant as they reflected the capabilities of these strategies in broadening the students' thinking faculty. In blended and flipped learning, students are exposed to a wide range of activities that require the students to think in different directions to solve a problem (Halasa et al, 2020). Consequently, they acquire thinking flexibility as opposed to the traditional method, which forces students to think in a preordained direction.…”

Section: Effectiveness Of Using 3d Virtual Worlds On the Flexibilitymentioning

confidence: 99%

Blended and Flipped Learning: Entrepreneurial Teaching Strategies for Acquiring Creative Thinking Skills

Tabieh

Hileh

Al-Shakea³

2020

oaihssr

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Purpose of the study: This study investigated the effect of blended learning and flipped learning strategies on acquiring creative thinking skills at its three levels: fluency, flexibility, and originality by tenth graders in science compared to the traditional method. Methodology: Quasi-experimental method was used. The study was applied to 54 tenth-grade students from a private school who were divided into 3 sections, one of which was control while the other two were experimental. One of the experimental sections studied using the learning through real-world problems method of blended learning (Real World hereafter) while the other used flipped learning's 3D virtual worlds method. Creative thinking was measured by an immediate achievement test, which consisted of thirty questions designed to measure the three creative thinking skills. Moreover, the validity and reliability of the test were verified. Main Findings: The findings yielded significant differences in favor of the experimental groups whose scores mean was noticeably higher. Furthermore, the experimental group that studied using flipped learning demonstrated better performance than that which studied using blended learning. Applications of this study: this research will help to establishment of educational institutions specialized in designing and producing educational 3D virtual activities, such as 3D videos. Such activities need to be suitable for the Arabic educational background and in keeping with its culture and values. Novelty/Originality of this study: The study reviews two learning strategies that allow educational institutions to break free from classroom restrictions and examines the extent of their ability to develop students' creative thinking. Currently, the need for these strategies has been increased by educational institutions, especially after COVID-19.

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Comparing student achievement in traditional learning with a combination of blended and flipped learning

Cited by 65 publications

References 61 publications

Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands

Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands

The Effect of Flipped Classroom by Near Peer Education (FC by NPE) on Patient Safety Knowlege Retention in Nursing and Midwifery Students: A Solomon Four-Group Design

Blended and Flipped Learning: Entrepreneurial Teaching Strategies for Acquiring Creative Thinking Skills

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